BIOL40100 Teaching in Higher Education as a Graduate (SBES)

Academic Year 2022/2023

In this module, the participants, who are in the role of graduate teaching assistant, will engage in a scholarly critique of their teaching performance in supporting student learning in their disciplinary context. Participants will apply some of the basic generic and discipline specific skills in their teaching. They will be expected to engage in a scholarly discussion with their peers on best practices in teaching and learning in their context. They will be encouraged to self-assess based on feedback from their peers and/or their students, i.e. encouraged to take responsibility for judging the quality of their teaching. The module will be delivered with a mixture of face-to-face and online environment, and participants must be in an active teaching role.

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Curricular information is subject to change

Learning Outcomes:

- Demonstrate knowledge and critique of the principles of teaching and learning in relation to your own practice and subject area
- Critically evaluate your own teaching and learning approaches and their impact on learners and how they learn
- Select and apply the most appropriate techniques and skills for the specific learning context (based on student needs, subject area, format, setting ...)
- Take responsibility for planning teaching and learning activities to encourage student engagement in learning and the achievement of specified learning outcomes for each session
- Take responsibility for evaluating your own performance based on feedback from a variety of sources (student, peer ...) and demonstrate willingness to change in light of this feedback
- Demonstrate an awareness of UCD, College and School policies and procedures that impact on your roles as a Teaching Assistant and discuss their implications for your practice
- Demonstrate an ability to competently assess student assignments.

Student Effort Hours: 
Student Effort Type Hours
Small Group




Specified Learning Activities


Autonomous Student Learning




Approaches to Teaching and Learning:
Active/task-based learning;
Critical writing;
Reflective learning. 
Requirements, Exclusions and Recommendations
Learning Requirements:

Participants must:

(a) Be, or about to be, registered for PhD/Masters in UCD
(b) Have, or about to have, an active teaching role within UCD

Module Requisites and Incompatibles
UTL40230 - Intro to Univ T&L for Tutors

Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Assignment " Improving my performance and exploring best practice in design and delivery of lab practicals" Week 12 n/a Pass/Fail Grade Scale No


Assignment: Reflection on laboratory demonstration practice. Week 6 n/a Pass/Fail Grade Scale No


Carry forward of passed components
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Class feedback Individual comments on submitted assignments

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.

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